Education is the passport to the future, for tomorrow belongs to those who prepare for it today.
— Malcolm X
Board & Accountability
Education is the passport to the future, for tomorrow belongs to those who prepare for it today.
Our Current Board Members
Our current board is composed of founders, parents and members of the community who bring deep expertise and a broad set of skills from their education, non-profit management, legal, finance and business backgrounds.
Click the names below to read bios of our board members.
Chair of Education Committee.
Julie is President of Education at the Charles and Lynn Schusterman Family Foundation. Prior to joining Schusterman, Julie was a Managing Director at NewSchools Venture Fund, focused on teacher preparation. Previously, she led trainings for school board and superintendent-teams of large urban districts at the Center for Reform of School Systems. Julie served as an elected member of the D.C. Board of Education from 2001 until 2004. During her time on the School Board, Julie was Vice President of Alumni Affairs for Teach For America. Julie began her career in education teaching high school science in New Orleans through Teach For America. She graduated from Georgetown University, where she was captain of the women’s basketball team and did a doctorate at Oxford University, as a Rhodes Scholar. Julie is on the boards of Stand for Children, Urban Teacher Center, New Teacher Center and Relay Graduate School of Education, and on the Advisory Board of Teaching Works at the University of Michigan.
Julie lives in Oakland with her eleven year old daughter who attends a Mandarin immersion charter school.
Chair of Board Development Committee. email@example.com
Brianna leads operations and technology systems at Education Pioneers, a nonprofit organization working to bring thousands of exceptional leaders and managers into the education sector, to advance the critical work of hundreds of education organizations, and to impact the education of millions of students nationwide. Prior to joining Education Pioneers, Brianna administered the membership programs and operations of the California Charter Schools Association. She also served as a leader of the Young Nonprofit Professionals Network San Francisco Bay Area (YNPNsfba), an active voice for thousands of young professionals that provides support for young nonprofit professionals through professional and leadership development, networking events, and social opportunities.
Brianna graduated from California Polytechnic State University, San Luis Obispo with a degree in political science, and received a master’s degree in public administration from the University of Southern California.
Jessica is Senior Advisor at ExED where she prepares budgets and financial feasibility studies for start-up charter schools and provides other technical assistance prior to school openings. Previously as VP of School Finance for ExED, she functioned as the CFO for several charter schools in Los Angeles. Jessica is also a consultant for Pacific Charter School Development where she conducts financial feasibility and risk analysis of charter school facility projects. Previously, Jessica worked for the Urban Education Partnership as Associate Director of Research and Evaluation. She has also worked at LAUSD in the Program Evaluation and Research Branch, analyzing data on charter schools, and at Mathematica Policy Research in Washington DC as a research assistant. Jessica holds a master’s degree in public policy from UCLA and a bachelor’s degree in psychology from the University of Pennsylvania. She lives in Pleasanton with her husband and two young sons.
Biography to come
Parent-Elected Board Member. Parent of 2nd grade student. firstname.lastname@example.org
Lucia Hwang is a Yu Ming founding family parent, former co-chair of the school’s Family Support Organization (FSO), and former head of the FSO communications committee. In her professional life, Lucia is an award-winning journalist with more than 20 years of investigative reporting and writing experience, and has worked at California Lawyer, the San Francisco Examiner, the San Francisco Bay Guardian, and Newsday. She is also co-author of the book, Every Nonprofit’s Guide to Publishing. Lucia currently edits the magazine of National Nurses United, the largest union and professional association of registered nurses in the United States, and works as a key member of the organization’s communications team. Though Lucia was born in a Mandarin-speaking country, she gained her current fluency and literacy skills through her college studies and commitment to ongoing personal learning. She graduated from the University of California, Berkeley with a bachelor’s degree in English and minor in education, and also holds a master’s degree from the Columbia University Graduate School of Journalism.
Ron is the Regional Manager for New Partnerships at eSpark Learning, an organization with the mission to re-imagine learning so it is student-centered, enabling students to succeed in school and life. In this role, he oversees the partnership development across 25 states in eSpark’s western region. Prior to eSpark, Ron worked as a District Partnership Manager at Chalk Schools, Chief of Staff at African Leadership Academy, and a Consultant at Bain & Company. Ron’s deep passion for helping all student get access to high-quality educational experiences developed during his time as a board member of USC’s Norman Topping Student Aid Fund and as a 7th-grade summer school math teacher at Oakland Unified’s Roots International Academy. Ron is a proud Oakland native who received his BA in business administration from the University of Southern California and his MBA from Stanford University.
Alcine Mumby currently serves as a deeper learning coach with Envision Learning Partners. Prior to coaching, Alcine taught Humanities at one of the first small schools in the Bronx where project-based learning and portfolio defenses served as the foundation of instruction. Afterward, Alcine became a founding principal of Envision Academy in Oakland, an administrator in several small middle and high schools in Atlanta and DC, and a leadership coach in DC, Charlotte, & Philadelphia. Alcine earned her BA in English Education from NYU and a Master’s in Curriculum and Teacher Education from Stanford. When she’s not running through an airport or on an airplane, Alcine attempts to be the world’s greatest aunt to 4 adorable and active nephews and niece.
Sonali Nijhawan joined the YMCS board of directors in 2017. She works as Director, Partner Engagement for Education Pioneers. Education Pioneers recruits, develops and connects diverse, talented professionals – including graduate students – to work for K-12 school districts, charter schools, and other education organizations. By investing in leadership and managers in large urban school systems and education non-profits she hopes to empower individuals to bring new vision and challenge the status quo of our public education system.
Sonali’s journey to support educational equity began in 2006 when she served as a City Year AmeriCorps Member in her hometown of Chicago. During her year of service she learned firsthand how access to an excellent education and a robust support system could define the life trajectory of Chicago’s students. In her work at City Year Sacramento, Sonali worked to identify, cultivate, solicit, and manage key strategic relationships with partners across the public and private sector. In addition, she also worked to support the development of strategy and vision in the areas of local marketing, fundraising, operations and school impact.
Sonali holds a Bachelor of Arts in psychology and education from Marquette University, as well as a master’s degree in Social Work from the University of Maryland, Baltimore.
Ethan currently serves as a project manager at BRIDGE Housing, where he manages all aspects of multi-family affordable housing developments in the Bay Area. Prior to joining BRIDGE, Ethan was a project manager in the Bay Area office of Pacific Charter School Development, where he managed new facility projects for high performing charter schools. Ethan has also served in real estate related roles with AltSchool, Inc., the former San Francisco Redevelopment Agency, and the Office of the Deputy Mayor for Planning and Economic Development in Washington, D.C. Ethan received his master’s degree in City and Regional Planning from Cornell University, and his bachelor’s degree from New York University.
Public charter school in Oakland, CA seeks experienced leaders to serve on its Board of Directors.
Yu Ming Charter School provides an academically rich and challenging environment for children to become bilingual and bi-literate in Chinese and English. The school opened in Fall 2011 with Kindergarten and 1st grade, and is growing one grade each year until it will serve approximately 450 students in grades K-8. The organization is both a 501c3 not-for-profit organization and a public school.
The Board is responsible for establishing broad policies and overseeing high-level decisions that affect the School, including:
- Adopting policies to ensure that the school is run effectively, legally, and ethically;
- Hiring, overseeing, evaluating, and supporting the school Principal;
- Monitoring the operational budget and finances for long-term viability;
- Setting policies and approving documents as required by state or federal law; and
- Seeing that adequate funds are secured for the operating and capital needs of the school.
- Prepare for and attend 12 regular evening board meetings every year, as well as one full-day Board retreat, scheduled committee meetings, and important school events;
- Be available by phone or email as needed; respond to calls and emails in a timely manner; and
- Participate on at least one Board committee.
- Leadership experience with a proven track record of results, ideally in an entrepreneurial environment
- Excellent interpersonal skills with the ability and inclination to work collaboratively with individuals from a variety of backgrounds
- Commitment to and interest in Mandarin language education in a public school
- Strong verbal and written communication skills
We are especially seeking individuals with any of the following areas of expertise:
- Education program design related to dual-immersion and Mandarin language development
- Real estate acquisition and development, including project financing
In addition, we also need people with experience in:
- Fund-raising for not-for-profit organizations
- Accounting and finance
- Designing, delivering and evaluating an academically rigorous education program, including curriculum, pedagogy, and assessments
- Attracting, developing and retaining educators
For more information: contact Eric Peterson Board Chair: email@example.com
June 20, 2019
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March 7, 2019
January 24, 2019
December 13, 2018
October 18, 2018
September 9, 2018
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March 3, 2018
December 14, 2017
November 30, 2017
October 19, 2017
August 26, 2017
July 7, 2017
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January 19, 2017
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December 12, 2016
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October 20, 2016
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August 27, 2016
May 22, 2019
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January 17, 2019
November 15, 2018
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November 27, 2017
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October 3, 2017
August 10, 2016
- Yu Ming Charter Petition and Appendix
- Yu Ming 2015 Charter Renewal Petition
- Articles of Incorporation
- Bylaws (Update June 2016)
- Conflict of Interest Code
- Board Member Statement of Agreement
- 501(c)(3) Exemption Letter
- Yu Ming Board Roster
- Yu Ming Board Meeting Calendar
- Yu Ming Board Committees
- Organization Chart
- School Contact Information
- 2018-2019 YM Comprehensive School Safety Plan
Yu Ming Charter School is a “county-wide benefit” charter authorized by the Alameda County Board of Education (ACOE), who unanimously voted to approve our charter on November 9th, 2010 and renewed our charter in 2015.
Yu Ming Charter School is a non-profit 501(c)3 organization incorporated in the State of California, and governed by a volunteer Board of Directors as established in its bylaws. The bylaws are guided and defined based on our charter.
In accordance with the Brown Act, all school policies are available electronically and in hard copy upon request. Please contact the school office for more information at firstname.lastname@example.org or (510) 452-2063.
What is Title IX?
Title IX of the Education Amendment of 1972 (“Title IX”) is a federal civil rights law that prohibits discrimination on the basis of sex in education programs and activities that receive federal financial assistance.
Title IX Coordinator Contact Information
All complaints should be sent to our Title IX Coordinator, who can be reached at:
Head of School
1086 Alcatraz Ave
Oakland, CA 94608
Your Rights and Responsibilities Under Title IX
In addition, please review the list of rights specified in Section 221.8, based on the relevant provisions of the federal regulations implementing Title IX of the Education Amendment of 1972 (20 U.S.C. Sec 1681 et seq.):
(a) You have the right to fair and equitable treatment and you shall not be discriminated against based on your sex.
(b) You have the right to be provided with an equitable opportunity to participate in all academic extracurricular activities and athletics offered by Yu Ming Charter School.
(c) You have the right to inquire of the athletic director or other Charter School administrator as to the athletic opportunities offered by Yu Ming Charter School.
(d) You have the right to apply for athletic scholarships.
(e) You have the right to receive equitable treatment and benefits in the provision of all of the following:
- Equipment and supplies.
- Scheduling of games and practices.
- Transportation and daily allowances.
- Access to tutoring.
- Locker rooms.
- Practice and competitive facilities.
- Medical and training facilities and services.
(f) You have the right to have access to our Title IX Coordinator regarding gender equity laws.
(g) You have the right to contact the State Department of Education and the California Interscholastic Federation to access information on gender equity laws.
(h) You have the right to file a confidential discrimination complaint with the United States Office for Civil Rights or California Department of Education if you believe you have been discriminated against or if you believe you have received unequal treatment on the basis of your sex.
(i) You have the right to pursue civil remedies if you have been discriminated against.
(j) You have the right to be protected against retaliation if you file a discrimination complaint.
How to File a Complaint Under Title IX
A complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying) may be filed only by a person who alleges that he/she personally suffered the unlawful discrimination or by a person who believes that an individual or any specific class of individuals has been subjected to it. The complaint shall be initiated no later than six months from the date when the alleged unlawful discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. Please see additional information below concerning statute of limitations.
Yu Ming Charter School (“YMCS”) shall use the following procedures (derived from YMCS’ comprehensive complaint procedures policy) when addressing complaints alleging unlawful discrimination based on age, sex, sexual orientation, gender, ethnic group identification, race, ancestry, national origin, religion, color or mental or physical disability in any program or activity that receives or benefits from federal and/or state financial assistance. The Title IX coordinator shall maintain a record of each complaint and subsequent related actions.
All parties involved in allegations shall be notified when a complaint is filed, when a complaint meeting or hearing is scheduled, and when a decision or ruling is made.
Step 1: Filing of Complaint
Any individual, public agency, or organization may file a written complaint of alleged noncompliance by the Charter School.
A complaint alleging unlawful discrimination shall be initiated no later than six months from the date when the alleged discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged discrimination. A complaint may be filed by a person who alleges that he/she personally suffered unlawful discrimination or by a person who believes that an individual or any specific class of individuals has been subjected to unlawful discrimination.
The complaint shall be presented to the compliance officer who shall maintain a log of complaints received, providing each with a code number and date stamp.
If a complainant is unable to put a complaint in writing due to conditions such as a disability or illiteracy, Charter School staff shall assist him/her in the filing of the complaint.
Step 2: Mediation
Within three days of receiving the complaint, the compliance officer may informally discuss with the complainant the possibility of using mediation. If the complainant agrees to mediation, the compliance officer shall make arrangements for this process.
Before initiating the mediation of a discrimination complaint, the compliance officer shall ensure that all parties agree to make the mediator a party to related confidential information.
If the mediation process does not resolve the problem within the parameters of law, the compliance officer shall proceed with his/her investigation of the complaint.
The use of mediation shall not extend the Charter School’s timelines for investigating and resolving the complaint unless the complainant agrees in writing to such an extension of time.
Step 3: Investigation of Complaint
The compliance officer is encouraged to hold an investigative meeting within five days of receiving the complaint or an unsuccessful attempt to mediate the complaint. This meeting shall provide an opportunity for the complainant and/or his/her representative to repeat the complaint orally.
The complainant and/or his/her representative shall have an opportunity to present the complaint and evidence or information leading to evidence to support the allegations in the complaint.
A complainant’s refusal to provide the Charter School’s investigator with documents or other evidence related to the allegations in the complaint, or his/her failure or refusal to cooperate in the investigation or his/her engagement in any other obstruction of the investigation, may result in the dismissal of the complaint because of a lack of evidence to support the allegation.
The Charter School’s refusal to provide the investigator with access to records and/or other information related to the allegation in the complaint, or its failure or refusal to cooperate in the investigation or its engagement in any other obstruction of the investigation, may result in a finding, based on evidence collected, that a violation has occurred and may result in the imposition of a remedy in favor of the complainant.
Step 4: Response
Unless extended by written agreement with the complainant, the compliance officer shall prepare and send to the complainant a written report of the Charter School’s investigation and decision, as described in Step #5 below, within 60 days of the Charter School’s receipt of the complaint.
Within 30 days of receiving the complaint, the compliance officer shall prepare and send to the complainant a written report of the Charter School’s investigation and decision, as described in Step #5 below. If the complainant is dissatisfied with the compliance officer’s decision, he/she may, within five days, file his/her complaint in writing with the Board.
The Board may consider the matter at its next regular Board meeting or at a special Board meeting convened in order to meet the 60 day time limit within which the complaint must be answered. The Board may decide not to hear the complaint, in which case the compliance officer’s decision shall be final.
If the Board hears the complaint, the compliance officer shall send the Board’s decision to the complainant within 60 days of the Charter School’s initial receipt of the complaint or within the time period that has been specified in a written agreement with the complainant.
Step 5: Final Written Decision
The Charter School’s decision shall be in writing and sent to the complainant. The Charter School’s decision shall be written in English and in the language of the complainant whenever feasible or as required by law.
The decision shall include:
- The findings of fact based on evidence gathered.
- The conclusion(s) of law.
- Disposition of the complaint.
- Rationale for such disposition.
- Corrective actions, if any are warranted.
- Notice of the complainant’s right to appeal the Charter School’s decision within fifteen (15) days to the CDE and procedures to be followed for initiating such an appeal.
- For discrimination complaints arising under state law, notice that the complainant must wait until 60 days have elapsed from the filing of an appeal with the CDE before pursuing civil law remedies.
- For discrimination complaints arising under federal law such complaint may be made at any time to the U.S. Department of Education, Office for Civil Rights.
If an employee is disciplined as a result of the complaint, the decision shall simply state that effective action was taken and that the employee was informed of the Charter School’s expectations. The report shall not give any further information as to the nature of the disciplinary action.
How to pursue a complaint further
The complainant may further pursue the complaint by contacting California’s Department of Education’s Office for Equal Opportunity at 916-445-9174 or via email at email@example.com. The complainant may also contact the Office for Civil Rights of the U.S. Department of Education (“OCR”) at 800-421-3481 or via email at OCR@ed.gov. The form to file the complaint with the OCR can be found here.
Statute of limitations and information on how a complaint may be filed following the statute of limitations
The complaint shall be initiated no later than six months from the date when the alleged unlawful discrimination occurred, or six months from the date when the complainant first obtained knowledge of the facts of the alleged unlawful discrimination.
The time for filing may be extended for up to 90 days by the Title IX Coordinator for good cause upon written request by the complainant setting forth reasons for the requested extension.